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Self-Regulation and Metacognition in Young Children: Does It Matter if Adults Are Present or Not?
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Robson, Sue – British Educational Research Journal, 2016
This paper brings together two areas of considerable interest to researchers, practitioners and policy makers: young children's developing self-regulation and metacognition, and the impact of adult (practitioner) presence or absence on their behaviour and learning. One hundred and twenty-eight observations of 29 children aged 4-5 years in a…
Descriptors: Young Children, Self Control, Metacognition, Child Development
You Get What You Get and You Don't Throw a Fit!: Emotion Socialization and Child Physiology Jointly Predict Early Prosocial Development
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Scrimgeour, Meghan B.; Davis, Elizabeth L.; Buss, Kristin A. – Developmental Psychology, 2016
Prosocial behavior in early childhood is a precursor to later adaptive social functioning. This investigation leveraged mother-reported, physiological, and observational data to examine children's prosocial development from age 2 to age 4 (N = 125). Maternal emotion socialization (ES) strategies and children's parasympathetic regulation have each…
Descriptors: Early Childhood Education, Child Development, Prosocial Behavior, Psychological Patterns
Externalizing Problems in Fifth Grade: Relations with Productive Activity, Maternal Sensitivity, and Harsh Parenting from Infancy through Middle Childhood
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Bradley, Robert H.; Corwyn, Robert F. – Developmental Psychology, 2007
This study used data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development to examine relations between parenting, self-control, and externalizing behavior from infancy through 5th grade. Results indicate that self-control measured during middle childhood mediates relations between…
Descriptors: Child Health, Child Rearing, Infants, Grade 5
Emotion-Related Regulation: Sharpening the Definition
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Eisenberg, Nancy; Spinrad, Tracy L. – Child Development, 2004
Cole, Martin, and Dennis (this issue) considered many important conceptual and methodological issues in their discussion of emotion regulation. Although it may be necessary to develop an integrated definition of the construct of emotion regulation, the definition provided in the Cole et al. article is too encompassing. It is important to…
Descriptors: Emotional Response, Self Control, Emotional Development, Behavior Patterns
Individual Differences in Infant Attention Skills, Joint Attention, and Emotion Regulation Behaviour
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Morales, Michael; Mundy, Peter; Crowson, Mary M.; Neal, A. Rebecca; Delgado, Christine E. F. – International Journal of Behavioral Development, 2005
This study examined the concurrent and predictive relations between infant attention skills, joint attention, and emotion regulation. Infants' gaze following skills and duration of orienting were assessed at 6 months of age, and collaborative joint attention and emotion regulation skills were assessed at 24 months of age. The results indicated…
Descriptors: Attention, Infants, Individual Differences, Prediction
Sensory Integration and Self-Regulation in Infants and Toddlers: Helping Very Young Children Interact with Their Environment.
Williamson, G. Gordon; Anzalone, Marie E. – 2001
Some children require a great deal of assistance to overcome difficulties in taking in and responding to information from their senses, and to achieve the levels of self-regulation they need to interact with and explore the world around them. This monograph, targeted to a wide array of disciplines from the medical, therapeutic, educational, mental…
Descriptors: Adjustment (to Environment), Arousal Patterns, Attention Control, Behavior Patterns
Components of Self Regulation in the Preschool Years: Developmental Stability, Validity, and Relationship to Classroom Behavior.
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Winsler, Adam; De Leon, J. Rene; Carlton, Martha; Barry, Maryann J.; Jenkins, Tammy; Carter, Kermit L. – 1997
This study explored the inter-relationships and developmental stability of inhibitory motor control, attentional control, delay of gratification, and resistance to temptation with 32 preschool children, and related these components of self-regulation to children's behavior at home and in the classroom. The children completed the T.O.V.A.…
Descriptors: Attention Control, Behavior Development, Behavior Patterns, Behavior Problems